Occupational Therapy Student Learning on Interprofessional Teams in Geriatric Primary Care.

Abstract

Geriatric, interprofessional primary care training for occupational therapy students is needed. To measure occupational therapy student-reported knowledge, attitudes, and skills after participation in interprofessional geriatric educational programs. Prospective, observational study with pre- and posttests for the three programs. Fifty-nine entry-level and postprofessional occupational therapy master's students. Self-reported familiarity with other professionals' roles, perceptions of interprofessional training, capabilities to conduct assessments, and attitudes of older adults. Students of the three programs (Interprofessional Geriatrics Curriculum [IPGC], Student Senior Partnership Program [SSPP], and Geriatric Assessment Program [GAP]) reported different improvements in familiarity of roles, capabilities of assessment, and Geriatric Attitudes Scale (GAS) scores. For example, IPGC and SSPP students had changes in total GAS score (3.91-4.08, p = .002, and 3.84-3.99, p = .003, respectively), but no change was found for GAP students (3.85-3.91, p = .523). More structured interprofessional education with older adults appeared to help prepare occupational therapy students to work on geriatric interprofessional teams in primary care. This article expands on growing evidence to support occupational therapy's role in primary care by addressing the need to train future generations to work on interprofessional geriatric primary care teams.